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accounting practices and competencies, there remains a notable research gap regarding
the role of higher education institutions, particularly open universities, in addressing
these emerging competency requirements. In the context of rapid technological change
and increasing demand for lifelong learning, traditional education models may lack the
flexibility and responsiveness needed to equip learners with up-to-date digital skills. Open
universities, with their flexible, technology-enabled, and learner-centered approaches,
are uniquely positioned to address this gap by providing accessible and adaptive
education pathways for diverse learner groups, including working professionals and
lifelong learners.
Accordingly, this study aims to examine the role of open universities in developing
digital accounting competencies to meet the requirements of the digital economy in
Vietnam. Specifically, the study seeks to (i) identify key competency requirements for
accounting professionals in the digital era, (ii) empirically assess the impact of these
competencies on accounting human resource development, and (iii) propose policy and
educational implications to enhance the effectiveness of open universities in this context.
The study contributes to the existing literature in several ways. First, it extends the
theoretical understanding of accounting human resource development by integrating
digital competency frameworks into the context of a developing digital economy. Second,
it provides empirical evidence on the determinants of digital accounting human resources
using quantitative analysis. Third, it offers practical implications for policymakers,
educational institutions, and professional organizations in designing training programs
that align with the evolving demands of the digital economy.
2. Theoretical foundation and hypothesis development
From a theoretical perspective, human resources are conceptualized as the
aggregate stock of human capital embodied in individuals, encompassing physical
capacity, cognitive ability, accumulated knowledge, and professional skills that contribute
to economic productivity and organizational performance (Nguyen Sinh Cuc, 2014; World
Bank). Grounded in Human Capital Theory, investment in education, training, and skill
development enhances the productivity and value of the workforce, thereby improving
organizational efficiency and competitive advantage. Within this framework, accounting
human resources represent a specialized form of human capital that plays a critical role in
ensuring transparency, strengthening internal control systems, mitigating financial and
compliance risks, and supporting high-quality financial decision-making (Vaoiu et al.,
2010).
In the context of rapid technological advancement, the concept of accounting human
resources has evolved toward digital accounting human resources, reflecting the
integration of accounting expertise with digital and analytical capabilities. Drawing upon
Digital Transformation Theory, technological innovation fundamentally reshapes
organizational processes, business models, and professional roles. Accordingly,
accounting professionals are no longer confined to traditional bookkeeping and reporting
functions but increasingly act as strategic partners who interpret data, generate insights,
and support managerial decision-making in dynamic and technology-driven environments.
Furthermore, Lifelong Learning Theory emphasizes the necessity of continuous
learning and skill adaptation in response to changing technological and economic
conditions. In the digital economy, where knowledge rapidly becomes obsolete, the
ability of accounting professionals to continuously update their competencies is a key
determinant of their long-term employability and effectiveness.

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